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Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 24, 1908, at the Post Office at Albany, R. Y., under 
the act of July 16, 1894 



No. 500 



ALBANY, N. Y. 



August i, 191 i 



FARM MECHANICS AND DRAWING 



SYLLABUS FOR SECONDARY SCHOOLS 



1911 



PAGE 

IMechanical drawing 3 

Conventions and rules of practice 5 

Making blueprints 10 

Farm mechanics 1 1 

Equipment 1 1 

Practical exercise 13 

Suggestive list of topics 14 

Special suggestions 21 

Forge work 23 

Gasoline engines 24 



PAGE 

Farm implements 26 

Equipment for drawing and shop- 
work 26 

Individual instruments and tools 26 

General tools for shop 26 

Text and reference books and 

bulletins 28 

Farmers bulletins 29 

Circulars etc 29 

Index 31 



ALBANY 

UNIVERSITY OF THE STATE OF NEW YORK 
191I 



Hir-Agi 1-2500 



STATE OF NEW YORK 

EDUCATION DEPARTMENT 

Regents of the University 
With years when terms expire 

1913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New York 

191 7 St Clair McKelway M.A. LL.D. Wc^C/^awc^/Zor Brooklyn 

1919 Daniel Beach Ph.D. LL.D. Watkins 

1 91 4 Pliny T. Sexton LL.B. LL.D. Palmyra 

1912 T. Guilford Smith M.A. C.E. LL.D. Buffalo 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

1922 Chester S. Lord M.A. LL.D. New York 

1 918 William Nottingham M.A. Ph.D. LL.D. Syracuse 

1920 Eugene A, Philbin LL.B. LL.D. New York 

1916 Lucian L. Shedden LL.B. LL.D. Plattsburg 

1921 Francis M. Carpenter Mount Kisco 

1923 Abram L Elkus LL.B. New York 

Commissioner of Education 

Andrew S. Draper LL.B. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. Pd.D. LL.D. First Assistant 
Charles F. Wheelock B.S. LL.D. Second Assistant 
Thomas E. Finegan M.A. Pd.D. Third Assistant 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 

Administration, George M. Wiley M.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Eastman M.A. M.L.S, 

Examinations, Harlan H. Horner B.A. 

Inspections, Frank H, Wood M.A. 

Law, Frank B. Gilbert B.A. 

School Libraries, Charles E. Fitch L.H.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean B.S. 









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Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 24, 1908, at the Post OflBce at Albany, N. Y., 
under the act of July 16, 1894 

No. 500 ALBANY, N. Y. August i, iqii 



FARM MECHANICS AND DRAWING 
SYLLABUS FOR SECONDARY SCHOOLS 

191 1 

This syllabus is designed to outline and direct the work that 
has been indicated as "Mechanical drawing" and "Carpentry and 
joinery," in the first high school year of the vocational course in 
agriculture. The drawing exercises are intended to occupy a reg- 
ular recitation period of forty-five minutes three times per week, 
alternating with two laboratory periods of ninety minutes each de- 
voted to shopwork in simple farm mechanics. The purpose of the 
year's course is to give students of agriculture the ability to design 
and draw, and then work out much of the rough carpentry, simple 
blacksmithing, repairs and other forms of mechanical work often 
needed about the farm and its buildings, and which every first-class 
farmer should know how to do and direct. 

M KCH ANICAL DRAWING 

In its relation to the arts, mechanical drawing has for its object 
the conveying of information for purposes of construction. Its 
chief essentials are, therefore, a presentation of facts of form and 
dimensions which are embodied in what is technically known as the 
" working drawing." 

Like most other subjects, mechanical drawing combines both 
theory and practice and has its conventions and rules of practice. 
While the theory is recognized as of great value in contributing to 
general educational growth and development yet the results attained 
must be judged by the ability to represent with accuracy and pre- 
cision any desired object. The working drazving, therefore, must 
be regarded as the backbone of mechanical drawing, and too much 
emphasis can not be placed upon the importance of acquiring skill 
and rapidity of execution coupled with a knowledge of conventions 
and drafting technic. 



4 NEW YORK STATE EDUCATION DEPARTMENT . 

For purposes of convenient explanation the subject has been ar- 
ranged under the following subdivisions : 

a Use of instruments 
b Simple working drawings 

c Geometrical constructions with carpenter's square 
a Use of instruments. A large part of the work in constructive 
drawing requires the use of instruments. A proper selection of 
these should be made in accordance with the recommendations 
which are usually found in the standard textbooks on this subject. 
The care and use of the instruments and information in regard to 
supplies as well as general instructions are fully treated in the texts 
to which the teacher is referred. A list of approved texts, refer- 
ence books, and equipment may be found on pages 26-29. 

Satisfactory results in drawing are attained only by strict atten- 
tion to details. Every drawing should be penciled in fine, light 
lines using a lead not softer than 4H and properly sharpened. A 
hard, firm paper that will withstand erasure should be used. A 
poor eraser will ruin a good drawing ; the best is not too good. 

Problem work should be left in pencil. Working drawings may 
be inked on paper to secure practice but most of the inking should 
be done on tracing paper or cloth in accordance with the method 
and practice of the modern drafting room. 

b Working drawings. The first consideration in the making of 
a working drawing is the proper selection and arrangement of views. 
The number of views required depends altogether upon the nature 
of the object to be drawn, but should be as few as possible. It is 
wrong to suppose that three or any given number of views are al- 
ways required. For example, an ordinary plain box may be repre- 
sented generally in two views and simple turned pieces require but 
a single view while the cylinder need not be shown in a drawing at 
all ; the statement that a cylinder 2 inches in diameter and 8 inches 
long is wanted conveys complete and accurate information without 
the aid of views. The rule is, therefore, to make only the necessary 
views. 

As to arrangement, the top view should be shown above the front 
view; the right side view to the right and the left side view to the 
left of the front view. Bottom and back views are not frequently 
used, but when drawn should be placed to conform with the above 
scheme, the back view being placed to the right or left of side view. 
Sectional views should also follow the same plan. Related views 
must be included between the same parallels and under no circum- 



fig. 2 



VISIBLE LINE. 



JNyjSIBLE:_ UNE_ 
CENTER LINE. 



I EXTENSION, DIMENSION LINES. 
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FARM MECHANICS AND DRAWING 5 

Stances slionkl views be interchanged, reversed, or interposed be- 
tween related views. (Some good suggestions are found in " Bench 
Work in Wood," pages i-6.) 

It is essential to keep in mind the fact that the working drawing 
is intended for the purpose of conveying accurate information and 
the crucial test requires that the information shall be distinct and 
complete as well as accurate. In order to meet these requirements 
it is often necessary for the draftsman to take liberties by omitting 
lines, views or parts of views. This may be termed drafting license 
and it simply means that for the sake of clearness the draftsman 
may depart with propriety from the strict theory of projection. 
From this practice has developed the necessity for the adoption of 
certain standards of usage which may be understood by draftsmen 
generally. The conventions which are given below are the more 
fundamental ones in general use. There is no code of standards 
which can be set up for universal adoption as the great diversity of 
the industries requires modifications and adaptations to individual 
requirements. 

Conventions and rules of practice 

(See plates 2 to 5) 

1 Visible edges and outlines of objects should be represented by 
full lines of medium width. (See figure i) 

2 Invisible edges and outlines of objects should be represented 
by broken lines consisting of short dashes of the same width as 
full lines, separated by spaces of about one-half the length of 
dashes. (See figure 2) 

3 Center lines and lines indicating the position of the plane in 
which a sectional view is to be made should be broken lines con- 
sisting of alternate short and long dashes. (See figure 3) 

4 Extension lines which project from points between which 
dimensions are to be expressed should be fine, broken lines consist- 
ing of dashes of medium length. Such lines .should not touch the 
outline of the object, and should extend slightly beyond the point 
of the arrowhead on the dimension line. (See figure 4) 

5 Dimension lines should be fine, broken lines, consisting of 
long dashes, interrupted for the figures expressing the dimension. 
These lines should be determined by arrowheads whose points 
touch the proper extension lines. (See figure 4) 

6 Construction lines including all lines which are in the nature 
of diagrams and are not essential outlines or edges of the object 
represented should be fine dotted lines. (See figure 5) 



6 NEW YORK STATE EDUCATION DEPARTMENT 

7 Fine full lines in red ink may be substituted for broken center, 
dimension, extension and construction lines, except that in draw- 
ings which are traced for printing the broken lines in black ink are 
to be preferred. 

8 Figures should read from the bottom and right-hand side of 
the drawing. 

9 Dimensions of length should be placed below rather than above 
the view, and rarely, if ever, upon it. Dimensions of width should 
be placed at the right rather than the left. Minor dimensions may 
be placed on a view. 

10 Over-all dimensions should always be given and placed out- 
side all subdimensions. 

11 Dimensioning from invisible edges should be avoided when 
possible. 

12 Dimensions should read toward the center of circles, and 
never toward the circumference. 

13 Circles are dimensioned by their diameters and arcs by their . 
radii. (See figures 6, 7, 8) 

14 Section lines should be broken for a dimension placed in a 
sectional area. (See figure 27) 

15 Dimensions should be placed on one view if possible and 
should never be repeated. 

16 Fraction lines should not be inclined. 

17 Dimensions should never be placed on center lines and never 
be crossed by a line. 

18 When the greatest dimension does not exceed 2 feet, figure 
the whole drawing in inches, omitting the '' (inch marks). 

19 Denote feet and inches thus: (a) 6'-io'', (b) 6 ft. 10''', (c) 
8 ft. o^''. 

20 Subdimensions should be chosen with reference to the meas- 
urements which will be made in constructing the object. 

21 Dimensions should indicate full size independent of scale. 

22 Sections should be shown by fine diagonal lines, spaced in 
proportion to the area of the section. (See figure 9) 

23 When the object is symmetrical one-half only may be sec- 
tioned unless the section is small. A section of a symmetrical 
piece should be made symmetrical. (See plate 7) 

24 Indicate the place at which a section is taken. 

25 Select such views as will best show the object but as few as 
will show it clearly, using sections and details in preference to other 
views. 



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- FARM MECHANICS AND DRAWING 7 

26 Drawings should be made to as large a scale as possible. In 
no case should other than a standard scale be used. Standard 
scales are 12", 6", 3'', 2'', i^'', V, y^", y^" , y^" , 54", 3/16'', 
^''j 3/32''= 12". Details should be drawn full size, or to as large 
a scale as may be convenient. 

2.'j A view may be omitted where a note will serve instead, and 
a view which shows circles only should be omitted, placing " D " 
or " Dia." (diameter) after the circular dimensions. 

28 Tinting, shading and shade lines are not to be used unless 
the object shown is of such a nature that its construction is made 
clear in no other way. 

29 Drawings of castings should be figured for the machinist, not 
for the pattern maker. 

30 Never section bolts, nuts, screws, shafts, spindles, keys, gear 
teeth, arms of wheels (lengthwise), etc. 

31 U. S. Standard and V threads should be represented as 
shown in figure 10. The lines need not be spaced with reference to 
the pitch of the screw represented. 

32 The form of the thread, if other than the usual, should be 
stated in a note. The diameter and pitch of a screw should always 
be given. If a screw has a left-hand or multiple thread a note 
should call attention to the fact. (Figure 11) 

33 Parts that are well represented in one view may be omitted 
in the others — such as bolts and screws, the location only being 
shown in the other views. 

34 As far as possible drawings of related parts should be kept 
near together. 

35 Each drawing should have a title placed in the lower right- 
hand corner. The title should state the name of the object, scale, 
name and location of firm, date, and name of draftsman. 

The drawings made in this course need not be " inked in " except 
such as are to be traced and blueprints made from the tracings. 

No drawing shall be placed before the student that is not in itself 
a model of good workmanship. It may sometimes happen that the 
school in which the agricultural course is established has already in 
service a special teacher of drawing and that the agricultui^al teacher 
is not specially skilful in drawing. In such cases this work may be 
conducted by the drawing teacher ; but the agricultural teacher will 
be held responsible as to vchat is drawn. It must be definitely re- 
lated to the vocational work which the student is doing in the shop 
and in the other special agricultural courses. 



8 NEW YORK STATE EDUCATION DEPARTMENT 

The pupil should at the outset be introduced to a high standard 
and encouraged to acquire a good drafting style. Pupils 
should be taught to work with facility from drawings, data, 
and from sketches of their own as well as those from other 
sources. In the matter of sketching it should be understood that 
the purpose of the technical sketch is to serve as a memorandum 
and it should be neatly and accurately drawn. Therefore the use 
of a straight edge or cross-section paper may be employed. In the 
making of a working sketch as well as the finished drawing a sys- 
tematic method should be followed: (a) The size and arrangement 
of views and details should be such that the sheet is filled without 
being crowded, (b) After the views are " blocked in " they should 
be outlined lightly. In sketches it is desirable to draw the views in 
good proportion, (c) The details should next be worked up, (d) 
Then place all dimension lines and lastly the dimensions. In 
sketching, the scale should not be used and no measurements taken 
until the drawing is completed and all the dimension lines drawn. 
It must be impressed upon the pupil that for purposes of construc- 
tion, the length, breadth and thickness of every part of the object 
and of every detail are absolutely necessary, and it should be re- 
quired that each drawing be systematically made and thoroughly 
checked for these dimensions. 

The lettering of a drawing is of the greatest importance. The 
style used should be plain and simple. Fancy lettering, elaborate 
borders and ornate embellishments of all descriptions should be 
studiously avoided ; such features are not only in poor taste but 
they detract from, rather than add to, the usefulness for which a 
working drawing is intended. Letters and figures should average 
from ^4. inch to }i inch in height and should be formed and spaced 
in accordance with a few simple fundamental principles. All letter- 
ing should be done free-hand and each student should be encouraged 
to acquire a good lettering style. A vertical or slanting t^^pe of letter 
should be chosen and the choice once made should be uniformly 
followed and practised until good st3de and proficency are secured. 
Plate I furnishes a model of a simple style of lettering. Sufficient 
practice should be had before this plate is executed to Enable the 
students to acquire fair speed and accuracy in such work. 

When this portion of the course is finished students should have 
so far mastered the principles and practice of good lettering, both 
on drawings and sign boards, that it would be impossible for them 
thereafter to be guilty of such errors as dotting a capital I, turning 



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FARM MECHANICS AND DRAWING 9 

the S, Z or N the wrong way, inverting the W to serve as an M, or 
promiscuously mixing capitals and small letters in the same word. 
Nothing else so marks one as unobserving and illiterate as this class 
of errors in signs and notices to the general public, as on letter 
boxes, for-sale signs, and advertisements of school meetings. 

c Geometrical constructions. The majority of the students in 
this course will not have had plane geometry ; but there are certain 
mechanical problems that anticipate a knowledge of technical geom- 
etry which can be worked out to great practical advantage through 
the use of the carpenter's square. This preliiuinary constructive 
work develops an appetite for geometry itself when the subject is 
properly reached in the course, and its use is in line with the most 
modern pedagogical principle, " application before theory." A 
variety of constructions are suggested in the following problems : 

1 To draw a tangent to a 'circle 

2 To find the center of a circle 

3 To inscribe a hexagon in a circle 

4 To trisect a right angle 

5 To divide a quadrant into au)' number of equal segments 

6 To find the " stretch-out " or length of a circumference 

7 To determine a circle from three given points in its circum- 

ference 

8 To construct an arc without using its radius 

9 To construct an equilateral triangle 

10 To construct a square 

1 1 To construct an octagon 

12 To bisect an angle 

13 To divide a rectangle, as a board, into any number of equal 

parts without calculation 

14 To construct an ellipse 

15 To approximate the ellipse by using radii of circles, and by 

tangents 

16 To lay out an arch, spiral, and parabola 

These and other applications of " carpenter's geometry "^ consti- 
tute a set of formal exercises that relate the drawing to actual con- 
struction work, and should occupy a reasonable portion of the time 
given to mechanical drawing. In addition, it is expected that all 
students in the course will execute plates which illustrate the princi- 
ples included in plates 6-10. 



' See Modern Carpentry, included in the book list on page 28. 



lO NEW YORK STATE EDUCATION DEPARTMENT 

Making blueprints 

When drawing and lettering have been well perfected, attention 
should be given to the process of reproducing known as blueprint- 
ing. A drawing of a printing frame should first be made, and the 
frame itself then constructed in the shop as a class exercise. It can 
be patterned after an ordinary photographer's printing frame, bor- 
rowed for the purpose, but made with larger dimensions, say about 
i6 by 23 inches inside. This frame should be fitted with a good 
clear pane of glass, and is then ready for use. 

The drawings to be reproduced must first be traced on cloth trac- 
ing paper over good originals made on drawing paper. The tracing 
is placed in-k side dozvn against the glass and the print paper placed 
over it and held fast by the back of the printing frame. 

The blueprint paper can be procured most cheaply by purchasing 
in rolls of 10 yards or more in any desired width, or in cut sheets. 
But it is useful to know how to prepare it in the laboratory. The 
following is a standard formula : Dissolve 2 oz. citrate of iron and 
ammonia in 8 oz. of water ; also iJ4 oz. of red prussiate of potash 
in 8 oz. of water. Add ^A oz. of gum arable to each solution. Keep 
these solutions corked in separate bottles in the dark room. (This 
may be built by the farm mechanics class if the school is not already 
provided, although the blueprinting can be done in an ordinary closet 
that excludes the light well.) The dark room should have a sink 
somewhat larger than any print to be made, about 6 inches deep, and 
provided Avitli a loose, flat board cover. 

When preparing the print paper, mix equal portions of tlie two 
solutions, and apply the mixture with a flat, wide camel's hair brush 
or sponge as evenly as possible. The sheets to be treated should be 
laid flat on the board and nailed through the two upper corners, and 
the board then set up in the sink at an angle of 60° from the hori- 
zontal. As each sheet is treated with the mixed solution it is pulled 
ofif by the two lower corners and laid in a drawer where it can be 
shut away from the light. All of this work and the filling of the 
frame for printing must be done in the dark room with as little light 
as possible. 

x'Vfter the printing frame is filled it is exposed to the perpendicular 
rays of the sun for from three to fifteen minutes. The best length 
of time mav be determined by exposing to the sun a strip of the 
same paper drawn out an inch at a time at one-minute intervals from 
an opaque paper or pasteboard sheath. This strip is then " devel- 
oped " in the regular way and that portion of it selected as a guide 
which gives the purest and most uniform blue color. 




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FARM MECHANICS AXD DRAWING II 

When the printing is finished, the sheet is removed irj the dark 
room and developed in the tray by soaking, ycllcKi' side dozen, in 
clean water for about ten minutes. The sheet is then taken by 
diagonally opposite corners, lifted out of the water, dipped several 
times until it becomes no bluer, and then hung on a suitable rack to 
dry. If any dark purple or bronze spots appear on it tliey should 
be thoroughly washed before the sheet is fully dry. 

This blueprinting process can be used to excellent advantage in 
other work of the high school and lower grades, as in silhouetting 
butterflies, grasses, " skeletonized " leaves of trees, lace and embroid- 
ery patterns for sewing classes, etc. It is hoped that each class in 
farm mechanics will supply for exchange with all the other schools 
having agricultural courses a considerable number of blueprints of at 
least one of their best mechanical drawings each year. Several of 
these prints made in each school should be held for inspection and 
possible use by the Division of Vocational Schools. 

FARM MECHANICS 

As previously indicated, the practical, experimental and observa- 
tion work in farm mechanics is designed to occupy two laboratory 
periods each week throughout the entire school year. There is no 
intention that this work shall be an equivalent or substitute for the 
general manual training work outlined in another syllabus. The 
work here described calls for a different equipment, proceeds from 
another viewpoint, and is inspired by a much more concrete and defi- 
nite vocational purpose. 

Equipment 

On pages 26, 27 is given a list of the tools and other equipment con- 
sidered necessarv for an average class of ten students. The tools 
selected should be first-class in every respect. It does not pay the 
school or individuals to buy tools of an inferior grade. Better 
grades are always cheaper in the end, and what is still more impor- 
tant, they do not easily get out of order and thus hinder the student 
in his work. It is important that they should be tools of full men's 
size, suitable for use on any first-class farm. The use of smaller 
tools would easily bring the whole course into disrepute among prac- 
tical school patrons ; but this should not in any way discourage the 
purchase of small sets of standard tools by individual students. 
The individual chests for keeping such tools can well l)e made, from 
careful working drawings, by the students themselves. 



12 NEW YORK STATE EDUCATION DEPARTMENT 

As in the case of all other vocational equipment, the Education 
Department " duplicates '' the cost of standard tools purchased by 
the school, and also the cost of books selected for the school library 
in farm mechanics and drawing, as well as in general agriculture. 

The shop room. Under average conditions the room for shop- 
work can be found. It should be about 20 by 30 feet in area, well 
lighted, and preferably with a south exposure. Rooms not already 
suitable for the purpose may often be made so at small expense. If 
absolutely necessary a basement room may be fitted up. In this case 
additional windows will frequently be needed. If there is no con- 
crete floor, the cement for making it can be mixed, tested, and laid 
under the direction of the vocational teacher (perhaps assisted by 
some local expert) as a regular exercise of the course in " mechanic 
arts." 

If the building has a gasoline engine or electric motor for ventila- 
tion, arrangements can often be made for extending its shaft or a 
counter shaft into the shop room, to be used for turning a grind- 
stone, blowing the forge, or running a drill press or wood lathe. 

Under the row of windows there should be a continuous bench, 
preferably built by the students, of two-inch planks. This bench 
ought to be about 30 inches wide and from 25 to 30 feet long. It 
should be provided at regular intervals with five wood vises, to be 
made by the class after the iron screws, sockets and handles are 
supplied. (See plan in Farmers' Bulletin 347, page 23.) 

At the end of the bench nearest the forge and anvil there should 
be one blacksmith's iron vise, and near by a blacksmith's drill press. 
A good grindstone, mounted by the students, can be placed in a con- 
venient corner, and vertical cabinets for the tools belonging to the 
school can be built by the first class from their own designs. Some 
open space: should be reserved in the middle of the room for the use 
of sawhorses, for setting up work in course of construction, and 
for testing the operation of gasoline engines. The forge should be 
so placed as to exhaust the smoke and gases into the regular furnace 
stack. 

To deaden the sound of work being done in the shop, the ceiling 
of the room can be properly prepared, if desired, by the class in 
regular exercises. The under side of the floor joists overhead 
should be sheathed with " deadening felt," and this covered by .1 
tight wooden ceiling or by lathing and plastering. Metallic ceiling 
should not be used because of its sound-conducting properties. 

In some cases it may be advisable to have the shop detached from 
the school building, but near enough to be heated b}' the same sys- 



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PLATE 6 



FARM MECHANICS AND DRAWING 1 3 

tern. Such a building can be designed, drawn, and largely con- 
structed by the labor of the class. It may give good opportunity 
for making and laying concrete blocks or solid cement walls, patent 
roofing, tiles, cellular tile blocks, and other forms of modern build- 
ing material that are very useful on the farm. In general, the work 
in farm mechanics is designed to give practical experience as well as 
educational direction in as large a range as possible of the various 
kinds of constructive and repairing work that have to be done, often 
without the service of expert craftsmen, under modern farin re- 
quirements. 

Practical exercise 

Sharpening tools. One of the most important of the earlier 
practical exercises is in properly sharpening edged tools on the 
grindstone and oil stone. One method of grinding is illustrated in 
" Farm Conveniences," page 19, and a method of " trueing " a 
grindstone on page 18; see also pages 141 andigg. Some good sug- 
gestions are also made in " Handy Farm Devices," pages 10 and 
284, in " Farm Appliances," pages 62-65, and throughout the book 
entitled " Bench Work in Wood." Sharpening the teeth of culti- 
vators and harrows when worn adds greatly to their effectiveness. 
(See "Handy Farm Devices," page 271.) Valuable suggestions 
for the beginner on the care and use of bench tools may be found 
in Part I of "Elementary Woodworking." Part II of this book de- 
scribes the various kinds of trees that are used for lumber making. 

Setting and filing saws. The list of tools given on pages 26-27 
provides for one saw set and saw^-filing vise ; ordinary flat and three- 
cornered files should be furnished by the students. Each can make 
for himself, after drawing, a wooden saw-filing clamp and setting 
gauge like those shown in plate 10. These can be used \vith the 
shop vises so that five or six students can work at the same saw- 
filing or setting exercise. Simple saw sets can be made on the 
anvil out of old files. One or two " jointers " (plate 10) should 
also be made, and practical work with all of these tools done both 
on handsaws and two-hand log saws. Good suggestions on the use 
of the file are found in "Farm Conveniences," pages 126-129, 
Farm Blacksmithing, pages 82-90, and " Bench Work in Wood," 
pages 26-41. 

Harness mending. One of the most useful bits of skill often 
needed in an emergency is the ability to make quick repairs in har- 
ness. To assist in the development of such ability, the farm me- 
chanics class should make for permanent use in the school shop one 



14 NEW YORK STATE EDUCATION DEPARTMENT 

of the harness clamps or vises that are designed for this purpose. 
Illustrations may be found in " Handy Farm Devices," page 262, in 
" Farm Appliances/' pages 74^ 75, and in other books and farm 
papers. In the first-mentioned design the weight of the user oper- 
ates the clamp. 

Pieces of broken harness should be brought from home to the 
shop, and the ingenuity of the class exercised in devising and exe- 
cuting the best methods of quick home repair. A practical sugges- 
tion for mending a broken tug is found in " Farm Conveniences," 
pages 24, 25 ; for protecting weak eyes in horses, on page 161 ; and 
for lengthening the wear of harness, on page 211. See also Farm- 
ers' Bulletin 347, pages 21, 22, 31. 

The foregoing paragraphs illustrate the way in which reference 
books are to be used in all the practical work suggested or required 
in the course. Space does not permit in this syllabus an equally 
full description of all that is expected under the general divisions 
of carpentry, blacksmithing, and miscellaneous exercises. Accord- 
ingly only an alphabetical list of topics to be considered is here 
appended, followed by some explanation and comment. 

Suggestive list of topics 

H. F. D.= Handy Farm Devices; M.B.= Modern Blacksmithing; P. A. = Physics of Agricul- 
ture; F. B. ^Farmers' Bulletin; F. Bl.=Farm Blacksmithing; etc. see pages 28, 29. 

1 Apple sorting table [H.F.D.. p. 152] 

2 Anvil foundation [H.F.D., p. 246; M.B., p. 33, 34] 

3 

5 

6 Babbitting [M.B., p. 114, 115; Cornell F. M. Ex. 2 (see p. 22)] 

7 Bag holders [F.A., p. 57-60; F.C., p. 189, 205; H.F.D., 

p. no, in] 

8 Bag tie [F.A., p. 8] 

9 Barn doors (models) [F.C., p. 52; H.F.D., p. 184-187] 

10 Barn frames (models) [P.A., p. 339-342; B.P.& O., p. 10-17, 

61-66; see also plate 8] 

11 Barn plans (drawings) [P.A., p. 366-378; B.P.&O., p. 10-17, 

61-66; H.F.D., p. 198-204] 

12 Barn ventilation [P. A., p. 350-365] 

13 Barrel header [F.C., p. 20; F.B. no. 113, p. 30] 

14 Belts [P.A., p. 543-545; M.B., p. 65, 66; F.M., p. 28-30] 

15 Belt lacing (drawings) [P.A., p. 545, 546; M.B., p. 64, 65; 

F.M., p. 30-32; Cornell F. M. Ex. i] 




Note: lap for /§ Sfd. 
S.S. onTijht Pulley 

Drill ?e oil hole, 
on Loose Fblley. 



WEB PULLEY 



J. H. Moore Del. 



PLATE Z 



FARM MECHANICS AND DRAWING 1 5 

i6 Bins for grain (models) [F.x'\., p. 26; F.C., p. 9] 

17 Bird houses [B.P.&O. p. 314-323] 

18 Bit-brace wrench [H.F.D., p. 11] 

19 Blasting stumps and rocks [F.C., p. 57-62] 

20 Bridges, farm (models) [H.F.D., p. 160, 161; F.G.B., 

p. 176-187] 

21 Bull exerciser [F.C., p. 15] 

22 Butter worker [F.A., p. 92; H.F.D., p. 51] 

23 

24 

25 • 

26 Carts [F.A., p. 36; F.C., p. 111-113, 32^] 

2y Cement concrete [H.F.D., p. 214-231; P. A., p. 379-384; F.A., 
p. 45, 46; F.B. no. 235] 

28 Cement fence posts (models) [F.B. no. 403] 

29 Chain links [F.C., p. 122, 123; F.M., p. 2,3', F. Bl., p. 20-22] 

30 Chicken coops (models) [H.F.D., p. 121-123; also "Poultry 

Architecture " and " Poultry xA-ppliances "] 

31 Cistern filter [F.A., p. 119 and H.F.D., p. 68, 69] 

32 Clod crusher and sled [F.A., p. 49] 

33 Cold frames [H.F.D., p. 140-142] 

34 Colts, breaking rig for [F.A., p. 35, 36] 

35 Corn rack (models) [H.F.D., p. 235-236] 

36 Corn testing fray [F.B. no. 409] 

37 "Corn Harvesting Machinery" [F.B. no. 303] 

38 • 

39 

40 

41 Derrick, farm (models) | F.A.. p. 147. 148J 

42 Designs, elective (from all sources) 

43 Drill press [F.B. no. 347, p. 16; F. Bl. p. 9] 

44 Drilling iron [M.B., p. 58, 59] 

45 Drilling steel [? ^*., p. 118J 

46 Dump sled [F.A., ,. 45] 

47 

48 

49 

50 

51 Egg carrier [F.C., p. 190-192; "Poultry Appliances"] 

52 Eveners [drazvings) fP.A., p. 497-499; F.M., p. 13-15] 

53 

54 



l6 NEW YORK STATE EDUCATION DEPARTMENT 

55 • 

56 " Farm Conveniences " \^See also F'.B. no. 270] 

57 Feed boxes and troughs [F.A., p. 8, 9, 11 ; F.C., p. 160] 

58 Files and filing [F.Bl. p. 67-71] 

59 Flood gates (models) [F.C., p. 107, 247; H.F.D.,p. 182, 183; 

F.G.B., p. 85-93] 

60 Fruit picker [F.A., p. 177-179] 

61 Foot-power device [H.F.D., p. 55] 

62 Forge, portable [F.B. no. 347, p. 14] 

63 

64 

65 

66 Gasoline engines (sectional models) [P.A., p. 523—530; F.M., 

p. 401-435, 456-459; Cornell F. M. Ex. 14] 

67 Gasoline engines, fuel for [F.B. no. 277] 

68 Gates, farm {models) [F.G.B., p. 1 17-164, and others] 

69 Grain binder attachments [F.M., p. 150-153; Cornell F. M. 

Ex. 5] 

70 Greenhouse [H.F.D., p. 209] 

71 " Greenhouse Construction " 

72 Grindstones [F.C., p. 17-19; F.A., p. 62-65; H.F.D., p. 10; 

B.W. in W., p. 66, 67] 

73 Grinding tools [E.G., p. 141 ; B.W. in W., p. 24-26] 

74 • • 

75 

76 Hammer, nail-pulling [H.F.D., p. 246] 

y7 Harness clamp [F.A., p. 75; F.C., p. 24, 25; H.F.D., p. 262] 

78 Harness repairing, tools and materials [F.B. no. 347, p. 21, 22, 

31] 

79 Heating vat [F.A., p. 34] 

80 Hinge, iron [E.G., p. 38-40] 

81 Hop poles, driving [E.G., p. 215, 216] 

82 Hop trellising and tying (models) [F.B. no. 304, p. 13-17] 

83 Horse power (model) [E.A., p. 153, 154; F.M., p. 287-294; 

P. A., p. 489-496] 

84 Florseshoeing [E.G., p. 139, 140, 169, 170. 226; F.B. no. 179; 

F.Bl. p. 61-67] 

85 Hot bed [H.F.D., p. 136-138] 

86 Hydraulic ram [P.A., p. 552, 553; F.M., p. 273-276; F.B. no. 

270, p. 7, 8; Cornell F. M. Ex. 7] 

87 

88 

89 




Copied fron Mechanical 
Drawing- CLAd»ms-by 
perrnissiorT 



PLATE 8 



FARM MECHANICS AND DRAWING 1/ 

90 ; 

91 Ice, pan for freezing [H.F.D., p. 233-234; see also figure 37] 

92 Implements, farm (observation, setting up, use) [P. A., p. 

225-37; F.M., p. 7&-202; F. A., p. 124, 125] 

93 Iron and steel, kinds of [F.M., p. 44, 45; M.B., p. 119; F.Rl. 

p. 11-16; 49, 50] 

94 Iron, weight of one-foot lengths [M.B., p. 192 ; F.Bl. Ap])endix | 

95 

96 Land measuring [H.F.D., p. 167, and others] 

97 Laying drain tile [P.A., p. 321-328] 

98 Level [H.F.D., p. 14, 15] 

99 Leveling [P.A., p. 291-310, 312-320] 
100 Leveling, zvith a square [F.C., p. 41, 42] 

loi Lifting-jacks [F.A., p. 40; F.C., p. 154, 155] 

102 Lifting hayracks [F.A., p. 38; H.F.D., p. 238, 239] 

103 Lightning rods [F.B. no. 367] 

104 Lime, bnrning [F.A., p. 159, 163] 

105 Lubricating axles [F.A., p. 41, 42] 

106 Lubricating shafts and machinery [P.A., p. 541, 542; F.M., 

p. 40, 399, 400, 428] 

107 Lumber saving [Forest Service Circular no. 180, Washington, 

D. C] 

108 Lumber, testing strength of [B.W. in W., p. 198-200; P.A. ; 

Forest Service Circular no. 113, Washington, D. C] 

109 

no 

111 Mail-box trolley [H.F.D., p. 71] 

112 Milking stool [F.C., p. 46, and others] 

113 Miter box [F.C.. p. 129, 130; H.F.D., p. 24-26; B.W. in W.. 

p. 63, 64; F.B. no. 347, p. 24] 

114 

115 

116 Nails and tacks per pound [M.C., p. 193] 

117 Nails for certain jobs, pounds needed [M.C, p. 185] 

118 

119 

120 Pattern and molding flask [See plate 6] 

121 Pig troughs [F.A., p. 22-25; B.P. & O., p. 154-186] 

122 Pipe wrench, substitute for [H.F.D., p. 263] 

123 Plozi's, kinds and parts [F.M.. p. 52-70; P.A., p. 238-248; 

M.B., p. 109, no] 

124 Plows, adjustment and use of [F.C.< P- O.sl 



l8 NEW YORK STATE EDUCATION DEPARTMENT 

125 Plows, draft of [P. A., p. 491 ; P.M., p. 73-75] 

126 Plow, for snow [H.F.D., p. 241-242] 

127 Potato sorter [H.F.D.. p. 247] 

128 " Poultry Architecture " [See also B.P.&O., p. 187-212] 

129 " Poultry Appliances " [See also various bulletins] 

130 Pulley, how to balance [M.B., p. 187; see also P.M., 32, 33] 

131 Pulleys and blocks [P.M., p. 16-18] 

132 Pumps, farm (sectional models) [P.A., p. 280-283, 246-552; 

P.M., p. 260-270] 

133 Pumps, spraying [See catalogs and N. Y. Agr. Exp. Station 

Ijulletin 121, Geneva] 

134 

135 

136 Rabbit trap [F.C., p. 194, 195] 

137 Rafters (models, three pitches) [H.F.D., p. 28-30; S.S., 

p. 29-38] 

138 Recipes, mechanical [H.F.D., p. 273-282; M.B., p. 182; F.Bl. 

G. p. 14-16] 

139 '■ Repair of Farm Equipment " [F.B. no. 347] 

140 Repairing broken cogs [M.B., p. 116] 

141 Repairing sickle bar [M.B., p. 114] 

142 Road drag (models) [F.B., p. 321] 

143 Rope belts [F.^L, p. 34] 

144 Ro[^e knots, hitches, and splices (models) [H.F.D., p. 257-260; 

F.M., p. 35, 36; F.Bl. p. 71-81 ; Cornell P.M. Bull.] 

145 Root cutters [F.A., p. 71-72; H.F.D., p. 113] 

146 

147 

148 

149 

150 

151; Sand-paper block [F.A., p. 181] 

152 Sazv filing and setting [E.G., p.i26-i29;B.W. in W., p. 26-41; 

F.Bl. p. 82-90; see also figures 32-34] 

153 Sazv -filing clamp [Plate 6] 

154 Saw mending [M.B., p. 125] 

155 Sawhorse [H.F.D., p. 13] 

156 Sawhorse anvil [H.F.D., p. 11] 

157 Screwdrivers [E.G., p. IJ.1 ; B.W. in W., p. 59, 60] 

158 Sheep-feeding racks [E.A., p. 18, 19; H.F.D., p. 95, 96] 

159 Shop arrangement and equipment [E.M., p. 500, 501 ; j\LB., 

p. 31-38; F.Bl. p. 6-10; F.B. no. 347, p. 26, 2y] 



FARM MECHANICS AND DRAWING IQ 

i6o Silo construction (models, stave or concrete) [P.A., p. 394- 
423; F.B. no. 32; Bureau of Animal Industry Circular no. 
136, Washington, D. C] 

161 Soldering [H.F.D., p. 17, 18, 282, 283] 

162 Split-log road drag (model) [F.B. no. 321] 

163 Splitting rails and posts [F.C., p. 116-118; F.G.B., p. 95, 96] 

164 Stable floor scraper [F.C., p. 180] 

165 Stairs (models) [H.F.D., p. 31 ; S.S., p. 39-42] 

166 Stanchions and ties (models) [F. A., p. 11. 13-16; H.F.D.. 

p. 86-88; P.A., p. 384-388] 

167 Steam engines (sectional models) [F.]\I., p. 364-400, and 

others] 

168 Steel, annealing and tempering [M.B., p. 116; F.Bl.. p. 52-57] 

169 Steel, tensile strength of [M.B., p. 174J 

170 Steel square, use of in '" carpenter's geometry " [M.C., p. ^t,- 

44; H.F.D.. p. 19-34; S.S. part I] 

171 " Steel Square, The " 

172 Stoneboat [F.C., p. 88, 89; H.F.D.. p. 157, 158] 

173 Stone fork [F.A., p. 68; see also F. C, p. 224] 

174 Straightedge [H.F.D., p. 28] 

175 Straw baler [F.A.. p. 27] 

176 •..■ 

177 

178 

179 

180 

181 Table, folding [H.F.D., p. 50] 

182 Tools, care of on farm [F.C, p. 51, 52] 

183 Tools, fastening handles of [H.F.D.. p. 15] 

184 Tools, lists of [Bureau of Plant Industry Circular no. 44. 

Washington, D. C] 

185 Tools, coirbination sets of [F.B. no. 347, p. 24, 25] 

186 Tools, marking with acid [}*LB., p. 126] 

187 Tool table (forging) [M.B., p. 34, 35] 

188 Trap nests (models) [F.C, p. 135, 236; H.F.D., p. 119; 

" Poultry Appliances "] 

189 

190 

191 \'egetable washer [F.A., p. 73] 

192 

193 

194 



20 NEW YORK STATE EDUCATION DEPARTMENT 
195 

196 Wagon, draft of [P.A., p. 434-443; F.M., p. 248-254; see also 

U. S. Yearbook Separate, " Steel Track Wagon Roads," 
1898, Washington, D. C] 

197 Wagon seat [F.A., p. 41 ; F.C., p. 203, 204] 

198 Wagon brakes, hubs, spokes, etc. [P.M., p. 242-248, 256] 

199 Water filters [F.A., p. 113-115; H.F.D., p. 70] 

200 Watering plants [F.A., p. 170] 

201 Water trough [F.A., p. 28-32 ; F.C., p. 43, 44, 70] 

202 Weed killer [F.A., p. 174] 

203 Weeding stool [H.F.D., p. 144] 

204 Welding [M.B., p. 55-57; H.F.D., p. 283-284; F.Bl. p. 35-38] 

205 Wheelbarrow [F.C., p. 168, 253; H.F.D., p. 239, 240] 

206 Whiifletrees [F.A., p. 69; F.C., p. 114; F.BL, p. 43-45] 

207 Windmills (models) [P.A., 531-537; F.M., p. 298-316; 

F.B. no. 270, p. 8, 9] 

208 Wire splicer [H.F.D., p. 14; F.G.B., p. 59, 60] 

209 Wire tightener [H.F.D., p. 155; F.C., p. 95; F.G.B., p. 55-58] 

210 Wire fence corrosion [F.B. no. 239] 

211 Wood, qualities of [B.W. in W., p. 158-182] 

212 Wood splitter[H.F.D., p. 245] 

213 Wood vise [F.B. no. 347, p. 23] 

214 Work bench (models) [F.B. no. 347, p. 23] 

Class assignments 

It is expected that all the reference books in the agricultural 
library vv'ill be searched for their treatment of all the topics in the 
ff^regoing list. A good exercise in connection with this is to assign 
one book to each two members in the class until every topic in the 
list is located, and then have the class as a whole construct one 
general index for the school. This index should be reconstructed 
independently by each new class so as to include all additions to 
the library made from time to time in the form of new books and 
bulletins. 

All the italicised topics in the list are to be specially studied and 
zvorked out by the class. All italicised models and drazvings are to 
be executed during the course. Where students prefer, a full-size 
construction may be made instead of a model. In general, all con- 
structive work is to be preceded or followed by working drawings. 
These drawings constitute a regular part of the work in mechanical 
drawing during three days each week throughout the year. 



FARM MECHANICS AND DRAWING 21 

In addition to these assigned topics, each student is expected to 
select, draw, and construct one or more designs that appeal partic- 
ularly to his own interest (topic 42). Many suggestions for such 
constructions can be found by searching the reference books. Fre- 
quently the illustrations will stimulate the desire to make improve- 
ment on plans and devices described in the books. It is hoped that 
the student's own ingenuity and inventive ability, as well as good 
workmanship and the practical adaptation of the device to its pur- 
pose, will be exemplified in these productions. They should fur- 
nish a large percentage of the blueprints exchanged with other 
schools. Some of them can be used to good advantage in connec- 
tion with the " home project work " in Agriculture VIII, which is 
treated in another syllabus. 

Until a larger experience is developed in this course teachers are 
at liberty to follow their own judgment as to the order in which 
they take up the topics indicated. In all cases it is important, how- 
ever, that the simpler exercises shall be mastered first so that the 
skill and experience thus derived may be used later in those more 
difficult of execution. Periodical inspection by the Division of 
Vocational Schools should serve to improve and harmonize the 
work in the various classes. The individual elective designs should 
be chosen early in the year, but plenty of time then taken to acquire 
the ability to work them out satisfactorily. 

Special suggestions 

The assistance of local experts may often be enlisted in the prac- 
tical work involved in certain topics, as for example those num- 
bered, 2, 6, II, 15, 19, 27-29. 34, 44, 45, 66, 69, 71, 73, 78, 86, 91, 
92, 97, 100, 104, 120, 124, 127, 128, 133, 137, 141. 143' M4. 152. 
160, and 186. The instructor should not hesitate to secure such 
assistance when possible from well-informed practical mechanics 
and farmers, and also from other teachers in the school. There is 
a distinct advantage to the class and to the course in enlisting the 
favorable interest of a large number of school patrons. While the 
instructor should never pose as one who always knows the ultimate 
facts on any topic, and should frankly acknowledge efficient assist- 
ance received from others, he should aim to know more of the 
science and literature of his subject, and if possible of its practical 
applications, than could be expected of anyone else. 

In reference to topics 9, 10, 20, 35, 52, 59, 68. 107. i37' ^^^o, 165, 
207, and 214, a particular sugge-'^tion is here offered: It is de- 
sirable to procure a quantity of tliin. clear, thoroughly seasoned 



22 NEW YORK STATE EDUCATION DEPARTMENT 

pine strips 24 inches in length, sawed fine enough to represent mini- 
ature lumber 16 feet long, i and 2 inches thick, and 4, 6, and 8 
inches wide, on the scale of ys inch to the inch. Thus an ordinary 
fence board would be represented by such a strip 24 inches long, 
% inches wide, and ys, inch thick. This " model lumber " can be 
cut into suitable standard lengths by the students and kept in stock 
for the various model constructions indicated. 

Thorough work, within the students' ability, should be done in 
topics 27, 28, 36 (with practical test), 52, 66, 73, 92, 100, 124, and 
152. In connection with topic 2^ students should be encouraged 
to devise some simple but fairly accurate test of the breaking and 
tensile strength of concrete of varying proportions of cement in 
both " dry mix " and " wet mix " sample briquettes 4 inches long 
and of I square inch section. (A similar suggestion is offered in 
reference to topic 108.) A cement foundation 2 or 3 inches thick 
can well be used for the model indicated in topic 82. 

Special assistance in working out topics 6, 15. 66, 69, 86, and 161 
can be had from the Department of Farm ^Mechanics of the State 
College of Agriculture. Send for one set of mimeographed direc- 
tion sheets for each of these exercises, to use in connection with the 
book references. The sets corresponding to these topics are num- 
bered as" "Exercises" i, 2, 5, 7, 13, and 14 (last on '"Gasoline 
Engine Troubles") as arranged for college students. A special 
bulletin can be had from the same department on " Knots and 
Hitches" (for topic 144). Students will be individually expected 
to make one rope halter in this exercise. 

If possible the class should undertake to make the model horse 
shown on page 493 of the '" Physics of Agriculture," for the sake of 
carefully studying the facts and principles illustrated by it, in con- 
nection with topic 83. Topic 104 probably can not be practically 
illustrated in all localities, but where possible it will be useful to 
have the class actually burn a miniature kiln of lime-making 
material. 

Topic 120 should be worked out in the shop as a class exercise, and 
if there is a foundry in the neighborhood, the flask and pattern (for 
some S-wrench that can be used in the shop, or some small broken 
casting to be replaced) should be taken to the molding room and the 
work of preparing it for casting demonstrated by an expert. The 
class should then see the casting made. Where no foundry is avail- 
able small patterns may be run in lead melted in the babbitting pot, 
great care being taken to avoid any injur}^ from the spattering of 
the molten metal. 







no 37- 




no JQ 




y-M. 



PLATE 9 



FARM ^[I-:CIIAXIC"S ANT) DUAWIXG 2^ 

In connection with topic 124, it would be well to arrange a plow- 
ing match, on measured ground, in which each member of the class 
should compete for a prize offered by local interest. Such a con- 
test should be well prepared for by careful study and practice. 

Topic 91 offers one opportunity for a little experience in prac- 
tical sheet metal work. If possible each member of the class should 
make at least one such construction as shown in figures on plate 9. 
The form shown in figure 38 may be done either in sheet metal, 
giving opportunity for either soldering or clinching the joints, or 
in heavy pasteboard. Cases of either material may be painted or 
covered with binding cloth. These cases will prove useful for keep- 
ing bulletins in classified order in the school or home library and 
for filing clippings from agricultural papers. 

If experience shall prove that the course of practical exercises 
here outlined is too long to be accomplished by the average class 
in one year, certain parts of it may be reserved as laboratory work 
in connection with other subjects that come later in the agricul- 
tural course. Topics 16, 22, 30, 34, 35, 36, 42, 51, 60, 69, 70, 71, 82, 
83 (model), 85, 92 (for certain crops), 104, 112, 121, 124-129, 
133. 158, 164, 166, 175. 188, 203, and 206 may, perhaps, be best 
worked out in this way : As previously stated, the purpose of the 
" mechanic arts " course in agriculture is to give students the ability 
to use. adjust and repair the various tools, implements and ma- 
chinery required in modern farm operations, and to direct, if not 
actually to perform ordinary constructive work in improving farm 
buildings, grounds, and home conveniences. 

FORGE WORK 
On all large and many small farms a portable blacksmith's forge, 
with anvil and a few of the more common tools, is frequently 
brought into service. This is especially the case in making emer- 
gency repairs on farm implements and harvesting machinery that 
may save hours and days of valuable time in planting or gathering 
certain crops. Some one who has a permanent interest in the farm 
should be competent to do such work; and until he himself suc- 
ceeds to ownership the owner's son ought to " take care of " such 
work. When he becomes owner or manager he w^ill then have had 
practical experience as to the way in which such jobs should be 
done by his assistants, if he does not prefer still to do them himself. 
The equipment for simple work of this kind on the farm need not 
be expensive. (See " Handy Farm Devices," pages 269-272, " Farm 
Blacksmithing," pages 5-9, and Farmers' P.ulletin no. 347.) 



24 NEW YORK STATE EDUCATION DEPARTMENT 

The Students in the farm mechanics class can do most of the 
work of instalHng the forge, anvil, fuel box, blower, tool table, drill 
press, and vise. (See " Modern Blacksmithing," pages 28-35, 3-i^ci 
other book references, and Farmers" Bulletin no. 347.) A good 
local blacksmith may be willing to assist in this and also to make 
in the school shop a number of the tools described in " Modern 
Blacksmithing." ^ pages 39-44, and " Farm Blacksmithing," pages 

39-43 ; 47-49- 

At least the following exercises should be worked out by all 

members of the class : 

1 " Drawing out " round and square iron 

2 Welding round and flat iron — lap welds, butt welds, and split 

welds 

3 Forging chain links and hooks 

4 Drilling cast and wrought iron and steel 

5 Some elective work, as making a butcher's knife or a sawset 

out of an old file, making a punch or cold chisel, a rivet- 
■ ing hammer, tongs or some other tool, or a chain hook, 

clevis, door hook, or some other construction needed on 

the farm. 
The whole class should also have experience in soldering, and if 
possible in setting up and babbitting a shaft. The latter exercise 
should never be done, however, except with the utmost precaution 
against injury from the fluid molten metal. The face should always 
be shielded against possible explosion as the metal is poured into 
the box, and the latter should be thoroughly dried beforehand. 

No attempt should be made to do horseshoeing in the school 
shop; but the Farmers' Bulletin on that subject should be carefully 
read, and the work of good horseshoers carefully observed, so that 
the students who finish this course will know when such work is 
properly done and how to detect injuries resulting from improper 
shoeing and fitting. (See also " Farmer's Cyclopedia of Live 
Stock," pages 165, 166 and "Farm Blacksmithing," pages 61-67.) 

GASOLINE ENGINES 

The references on this subject should be carefully studied as to 
the various types of gasoline engines adapted to farm use, the prin- 
ciples on which they work, and the discovery and correction of 

1 This book contains a considerable number of topics that have no direct 
relation to blacksmithing, but it has also many valuable practical directions 
that should be compared with those in other books. 




PLATE lO 



FARM MFXHANICS AND DRAWING 25 

" troubles."' This study should be accompanied by practical expe- 
rience in the handling of several engines borrowed from the manu- 
facturers through the good offices of local implement dealers. If 
possible two or more engines should be available at the same time 
so that students can make their own comparisons between them 
after carefully studying and following directions given in the re- 
spective catalogs. The teacher should, of course, occupy a strictly 
neutral position as to favoring one engine more than another. 

If some class or student can construct a working sectional model 
of a gasoline engine similar to those oiv pages 403-407 of " Farm 
Machinery and Farm Motors," it would add greatly to the clearness 
of instruction in this subject. Blueprints of such sectional models 
can sometimes be procured from manufacturers. A similar model 
is desirable for the steam engine. (See page 364 of the same book, 
and others.) All the parts in these engines should be thoroughly 
learned by their technical names. 

Make use of the Cornell direction sheets on '' Gasoline Engine 
Troubles " mentioned on page 22. 

Caution. The gasoline tank of a portable engine should never be 
filled within thirty minutes before a class exercise begins nor during 
its progress. The testing of engines should always take place on a 
concrete or earth floor. All shavings, sawdust, or other litter 
should be swept at least eight or ten feet away from the engine, 
and gasoline should never be stored near or carried over such mate- 
rial. Where an underground gasoline tank is already installed out- 
side the building, bring the gasoline by a pipe to the point where 
the engine is set up. This arrangement is always preferable, if not 
required by insurance regulations. Unburned charges from the 
engine must not be exhausted into the furnace stack or chimney. 
The exhaust may be conducted through an open hood to a point 
outdoors or into a section of large tile open at both ends, or allowed 
to discharge directly into the shoproom if ventilation is good. 

The general study of steam engines and boilers is too large a 
subject to be undertaken in this course, but where opportunity 
oflfers the class should observe the workings of steam engines on 
the farm and in dairies and factories, and should understand their 
advantages over the gas engine for certain types of service. Pos- 
sibly the class may be able to learn how to set an ordinary slide 
valve (get exercise 13 from the Cornell Farm Mechanics Depart- 
ment). At least the names of parts and the ordinary types of 
steam engines should be learned and identified ])y the class, as indi- 
cated in a preceding paragraph. 



26 NEW YORK STATE EDUCATION DEPARTMENT 

FARM IMPLEMENTS 

The general and special farm implements used in the neighbor- 
hood of the school and for sale by local dealers should be studied 
as fully as time permits. As already suggested, this may best be 
done in connection with the study of special crops. The cooper- 
ation of dealers can usually be secured in giving the class oppor- 
tunity to see various implements unpacked from shipping cases and 
set up and adjusted for field use. The workings of any implement 
that is specially new to the district should be studied in the field and 
on the farms of users. The practical work and study involved in 
the entire course should develop a habit of mind that will lead to a 
much larger and more intelligent use of all means that may lessen 
mere muscular labor on the farm and make all work more effective 
and more interesting to the worker. 

EQUIPMENT FOR DRAWING AND SHOPWORK 
Individual instruments and tools 
lo sets drawing instruments, including ruling pen, dividers 

and compass, with pencil and pen points, each $i -25 

10 bread boards (for drawing), 16" x 20", each 30 to .60 

10 rulers, each .10 

10 T-squares, to be made by students. 

20 triangles, each 20 

10 bench hooks, to be made by students. {See figure 31.) 

10 saw-filing clamps (wood) to be made by students. (Plate 6.) 

10 scratch awls, iVz" handled, each 05 

10 bevels, sliding T 6" , each 25 

Total, per student $2 • 45 

General tools for shop 

I bench, to be bnilt by students. {See page 12.) 

5 bench screws (vise), sockets, and handles, 15 x 1^2'^ $6.50 

5 bench stops i . 50 

I bit set, dowel, 3/16'' to 15/32'^ 2.50 

I extension bit i • 5° 

1 belt punch 5^ 

2 bit braces, 8'^ sweep i .85 

I calipers, 10'' 50 

5 chisels, socket firmer, one each ]4," , y^" , y^" , y, and lyz" 1.80 
4 clamps, steel bar, to open 24'' i .90 



FARM MECHANICS AND DRAWING 2/ 

I countersink, rose, ^i" ijq 

4 dividers, wing 6" 67 

I drawing knife i . 00 

I file, coarse mill, one round edge, 16" i .25 

I drill press 8.00 

I file brush 25 

3 gauges, marking 25 

4 gouges, tang outside firmer, one each }i", }i" , Yj" , }i" . . . i .30 

I hack saw, 16" 6^ 

I hammer, riveting, 7 oz 55 

I hammer, machinists', ball peen, 16 oz •. i .00 

6 hammers, bell faced, 13 oz 2.65 

I hand drill, with frame for bench use 2.75 

5 hand screws, 9>^" 2 .45 

5 hand screws, 16" 2.85 

5 levels, pocket, for use with square i .00 

1 melting pot for babbitting 65 

2 oilers, copper yi pt 28 

2 oilstones, coarse and medium 85 

2 planes, smoothing, i^" cutter 2. 10 

2 planes, double jack, 16'' 3 -OO 

1 plane, jointer, 24''' 3-40 

3 pliers, flat nose, 8'' 3 . 75 

2 rasps, wood, 10'', one round side 76 

5 saws, crosscutting, 26'', 7 pts 6 . 75 

2 saws, rip, 26''', 7 pts 2 . 70 

I saw, compass 16" 33 

I saw, keyhole 18 

I saw set 75 

2 screwdrivers, y'' 63 

1 screwdriver, 12" 65 

I shears, tinners, 3^'' cut 2.00 

I soldering set, iron, torch, resin, bar solder 5-^^ 

I vise, saw-filing 75 

I vise, blacksmith's 5 • 5° 

I wrench, monkey, steel bar, 12'' i .00 

I wrench, monkey, steel bar, 15" 1-75 



Total, subject to discount $88.25 

The blacksmith's anvil, portable forge fwith hood), tongs, ham- 
mers, punches etc. may be bought second-hand, or made as sug- 



28 NEW YORK STATE EDUCATION DEPARTMENT 

gested on page 24. These tools and those in the list are usually 
handled by the large mail-order houses. Prices procured through 
local dealers in quantities sufficient to equip the school shop are 
subject to discounts. The totals given above may therefore be con- 
sidered the maximum for the tools listed. The entire expense on 
which State duplication can be arranged for fitting up the complete 
workshop would probably not exceed $100 for the first year. 

TEXT AND REFERENCE BOOKS AND BULLETINS 

Barn Plans and Outbuildings. Halsted & Powell. Orange 

Judd Co $1 . 00 

Bench Work in Wood. Goss. Ginn & Co 70 

Farm Appliances. Martin. Orange Judd Co 50 

P'arm Conveniences. Orange Judd Co i .00 

Farm Machinery and Farm Motors. Davidson & Chase. 

Orange Judd Co 2 . 00 

Farm Mechanic, The. Chase. Sturgis & Walton Co., N. Y . . .75 

Elementary Woodworking. F'oster. Ginn & Co 60 

Elements of Mechanical Drawing. Anthony. D. C. Heath & 

Co 1 . 50 

Essentials of Woodworking. Griffeth. The Manual Arts 

Press, Peoria, 111 1.25 

Farm Blacksmithing. Drew. Webb Pub. Co., St Paul 50 

Farmer's Tanning Guide, The. Stevens. Webb Pub. Co., 

St Paul 25 

Fences, Gates and Bridges. Martin. Orange Judd Co 50 

Greenhouse Construction. Taft. Orange Judd Co i -SO 

Handy Farm Devices and How to Make Them. Cobleigh. 

Orange Judd Co i . 50 

Home Water Works. Lynde. Sturgis & Walton Co., N. Y. .75 
Letters and Letter Construction. Trezise. The Inland 

Printer Co., Chicago 2 . 00 

Mission Furniture: How to Make It. Part I, Popular 

Mechanics Co 25 

Modern Blacksmithing. Holmstrom. F. J. Drake & Co., 

Chicago . . . . 1 . 00 

Modern Carpentry. Hodgson. The Radford Architectural 

Co., N. Y 1 .00 

Modern House Plans for Everybody. Reed. Orange Judd 

Co 1. 00 

Physics of Agriculture. F. H. King. Pub. by Author, Madi- 
son, Wis 1 . 75 



FARM MECHANICS AND DRAWING 29 

Problems in Mechanical Drawing. Bennett. The Manual 

Arts Press i . oo 

Poultry Architecture. Fiske. Orange Judd Co 50 

Poultry Appliances and Handicraft. Fiske. Orange Judd 

Co 50 

The Steel Square. Part i. Hodgson. Industrial Book Co., 

N. Y 50 

Farmers bulletins 
No. 

113 Apples and How to Grow Them 

179 Florseshoeing 

235 Preparation of Cement Concrete 

270 Modern Conveniences for the Farm Home 

2^^ The Use of Alcohol and Gasoline in Farm Engines 

303 Corn Harvesting Machinery 

304 Growing and Curing Hops 

321 The Use of the Split-log Drag on Earth Roads 

347 The Repair of Farm Equipment 

367 Lightning and Lightning Conductors 

403 The Construction of Concrete Fence Posts 

409 School Lessons on Corn 

Circulars, etc 

Forest Service Circular 113 

Forest Service Circular i8o 

Bureau of Plant Industry Circular 44 

Bureau of Animal Industry Circular 136 

Yearbook Separate (U. S. Department of Agriculture) 1898 

State Experiment Station Bulletin 121 and others, Geneva, N. Y. 

Cornell Farm Mechanics Exercises i. 2, 5, 7, 13, 14, Ithaca, N. Y. 

Cornell Farm Mechanics Bulletin, Knots and Hitches 

Note : All the bulletins and circulars except those of separate 
states, can be had free of cost by addressing your local congress- 
man or the Secretary of Agriculture, Washington, D. C. 

Among desirable periodicals for the school library are the follow- 
ing: The Scientific American, Popular Mechanics, and the Patent 
Office Gazette. The last-named publication can be procured free 
of cost by application to the district congressman or one of the U. S. 
Senators for New York. Every issue of the Gacette contains de- 
scriptions of several patented improvements on farm machinery. 



INDEX 



Agriculture VIII, 21 

Agricultural teacher; responsible 
for mechanical drawing, 7 ; 
should seek assistance in cer- 
tain exercises, 21 

Amount of work to be done in 
course, 23 

Blueprinting, 10; special uses of, 

II, 21, 25 
Books of reference, 28, 29; cost of 

shared by the State, 12; use of, 

14, 20 

" Carpenter's Geometrj^ ", 9 
Concrete cement work, 12, 13, 15, 

22 
Cornell Farm Mechanics exercises, 

22 

Drawing conventions, 5-7; instru- 
ments, 4; may be taught by 
drawing teacher under certain 
conditions, 7; must have distinct 
vocational purpose, 7 

Drill press, 12, 15 

Elective designs, 15, 21, 24 
Equipment of shop, 11, 12, 13, 
26-28 

Farm implements, 26; to be studied 
in the field, 26 

Farm mechanics, not to be con- 
fused with manual training, 11 

Farmers' Bulletins, 29 

Flask for molding, 22 

Forge, 12, 16, 24; work, 23. 24 

Gasoline engines, 12, 16, 22, 24, 25; 

precautions in testing, 25 
Grindstone, 12, 13 

Harness mending, 13. 14, 16 
Horse, model of, 22 
Horseshoeing, 16, 24 



Individual sets of tools, 11, 26 
Jmplcments, study of, 17, 26 

Jacks for hiting wagons, 17 

King's Physics of Agriculture, 28 

Laboratory periods in shopwork, 

per w^eek, 4 
Lettering, errors to be avoided, 

8, 9 

Models required in certain cases, 20 

]Model horse, 22 

" Model Lumber ", 22 

Molding flask (plate 6), 22 

Nails needed for certain jobs, 17 
New devices to be encouraged, 21 

Object of course. 3, 13, 23 

Plows, adjustment and draft of, 

17, 18 
Plowing match, 22 
Precautions in babbitting, 24; in 

testing gasoline engines, 25 
Periodicals for school library, 29 

Quick repairs in harness, 13 

Recitations in drawing, per week, 

4, 20 
Repair of farm equipment, 13, 2^, 

29 

Saws, filing and setting, 13, 18 

Sheet metal work, 23 

Shop exercises, list of, 14-20; class 

assignments in, 20, 21; special 

suggestions on, 21-23 
Shoproom, lighting of, 12 
Sketching designs, 8 
Slide valve of steam engines, 25 
Study of italiched topics in the list 

(14-20), 20 



32 



NEW YORK STATE EDUCATION DEPARTMENT 



Tools, cabinet for, 12; cost of 
shared by the State, 12; list of, 
26, 27; selection of, 11; sharp- 
ening, 13, 16 

Teacher of agriculture, competence 
of, 21; responsible for inechan- 
ical drawing, 7; not to recom- 
mend machinery, 25 

Technical terms to be learned, 25 



Use of reference books, 14, 20 

Vises, 12 

Work bench, description of, 3, 5 
Working drawings, importance of, 
3, 5; number and arrangement, 4 
Workshop, to be built by students 
when possible, 13; ceiling, treat- 
ment of to deaden sound, 12 



LEFe '13 



s 



